Name: Eduardo N. Malabag Jr., Ph.D.
School: Aparri East National High School
Problem: Word Problem Solving Skills
Objective: ENHANCE WORD PROBLEM SKILLS THROUGH THE USE OF “GCI (GROUP CONVERSATION
INTERACTION)”
I. RATIONALE
A. CONTEXT
Teacher and learner interaction is an integral part of the teaching learning process. These
teacher-learnerrelationships impactproductivelyona learner’sself-esteemandenhance theirskills.
Teacherinteractionsare veryimportantforthe developmentof the learner’s academic self-concept
and enhancing their enthusiasm and success,
The educationsectorisone of the highlyaffectedbythe COVID-19pandemic.Inthe Philippines,
where there are still growing COVID-19 infections as of now, the DepEd ought to provide and
distribute self-learning modules to all of its learners. The integration of SLMs with the alternative
learning delivery modalities (Modular, Television-based, radio-based instruction, blended, and
online) will help DepEd ensure that all learners have access to quality basic education for SY 2020-
2021 withface-to-face classesstillprohibiteddue tothe publichealthsituation.Thisfurther reduces
the teacher and learner interactions.
According to DepEd Order no. 18 series of 2020 or the Policy Guidelines for the Provision of
LearningResourcesinthe Implementationof the BasicEducationLearningContinuityPlan,the policy
establishes the guidelines that will Enable DepEd to provide learning resources in the
implementation of the BE – LCP. It also establishes the guidelines on the release, utilization, and
liquidationof supportfundsforthe printinganddeliveryof self-learningmodulesandother learning
resources.
In accordance with Memorandum DM-CI-2020-00162 or the Suggested Strategies in
Implementing Distance Learning Delivery Modalities (DLDM) for SY 2020-2021 the proponent is
usingFacebookMessengerGroupConversationasthe platformtobe usedinenhancingthe teacher-
learnerinteraction.The FacebookMessengerGroupConversationisalmostfreeif youhave a gadget
that is connected to any internet connection then anyone can create a GC and add members. This
allows the researcher to use GC as to further enhance the interaction between the learners
themselves as well as the teacher.
Mathematicsisregardedto most of the learners the most difficult subject and the most boring
one. This is reflected in our below level MPS of 35.54 on mathematics in our 2018 NAT result. One
keyfactor onthis belowparperformance of the learnersistheirpoorworldproblemsolvingskills of
39.95. This difficultyinproblemsolvinghasbeennotedbyMathematicsteachers in their respective
instruction.

In the last decades, mathematical word problem solving has gained much attention from both
research and educational practitioners (Hickendorf, 2011, 2013; Moreno et al., 2011; Boonen et al.,
2016; Swanson et al., 2016). Mathematical word problems refer to mathematical exercises that
presentrelevantinformationonaproblemastext,ratherthan inthe form of mathematical notation
(Merriam-Webster).Hence,effectivelysolvingamathematical worldproblemisassumed to depend
not only on students’ ability to perform the required mathematical operations, but also on the
extentto which they are accurately understand the word problem (Lewis and Mayer 1987; Hegarty
et al., 1985; Van der Schot et al., 2013; Jitendra and Star, 2012). Both aspects are related in such a
way that developing a deeper understanding of the text of the world problem serves as a crucial
step before the correct mathematical computations can be performed. Hence, a key challenge for
world problem solvers.
At the Aparri East National high School it has been observed that most learners tend not to
answer the part of their modules that contains mathematical word problems. It is also observed
those learnerswhoare shy/hesitantwillnotmake amove or try to interact with their teachers have
a greater tendency of asking questions to their classmates than to their teachers if they are
experiencingadifficultyonsolvingmathematical wordedproblemseveninothersubjects. Thus, the
proposed intervention GCI (Group Conversation Interaction)
These premises encompass the proposal of this research.
B. PROPOSED INNOVATION, INTERVENTION AND STRATEGY
Educators are findingwaystofindwaysto improve the teacher learner’s interaction of modular
instructionsandtoenhance the wordproblemsolvingskills in the mathematics of grade 9 learners.
GCI (GROUP CONVERSATION INTERACTION) – is a method in which the teacher incorporates
FacebookMessengerGroupConversation analmostfree mobile platform for the learners to have a
more thorough interaction with the teacher. This will also let the learners have a means to ask
questions or raised some problems encounter in their given modules.
This intervention will be done during the last quarter if the school year. In the selection of
learnersasrespondents,the researcherwill select a certain section and will proceed with profiling
those whoare membersof the group chat as one group and those who are not will be on the other
group.

II. Research Question
The researcherwill take all necessarymeasuresto monitorthe implementation of the plans and
activities. RESEARCH QUESTIONS
This research seeks to find out the answers to the following questions:
1. What are the meanscoresof the pre-testandpost-testof the control and the experimental
group?
2. Is there any significant difference in the scores of the pre-test and post-test of the control
and the experimental group?
3. What is the effect size of the technique as a strategy in teaching mathematics?
III. RESEARCH METHODOLOGY
A. Participants and/or other sources of Data and Information
The respondents are grade 9 students of the AENHS. Since they are pre-sectioned already,
there will be one section chosen as the controlled group and another section as the
experimental group.grade 9-Gumamela section learner’s serve as the experimental group and
the grade 9-Cattleya section as the control group.
B. Data Gathering Methods
A pre-testwill be giventobothgroups.Gumamela sectionwill received the normal modular
instructionwhile Cattleya will received the treatment. Afterwards, a post-test will be given to
bothgroups. Pre-test and post-test scores will be used to compare gains in subject knowledge
betweenthe groups.Thena second evaluation of the treatment will be conducted. Gumamela
section will received the treatment and will take a post-post-test. Scores gains for Gumamela
section before and after receiving the treatment will be compared. After these tests, all
participantswill take asurveytodetermine if theirappreciationof mathematicsgrew because of
the treatment. Finally, interviews will be conducted to provide better understanding of the
results.
C. Ethical Issues
The researcher will ask the permission of the Schools division superintendent with the
recommendation of the School Principal to conduct the study in Aparri East National High
School. The data to be gathered using the pre-test and post-test will be taken to analysed to
determine if the approach “GCI – (Group Conversation Interaction)” will have improved the
word problem solving skills og Grade 9 learners of Aparri East National High School.
Participantsof the research will be fully informed about the intent, content and extend of
implementationof the saidresearchthusseekingtheirrightstobe informedandfurthertreated
the results with utmost respect and confidentiality.

D. Plan for Data Analysis
Thisstudywill make use of the Pre-testandPost-testexperimental design (Quasi-Experimental
Design). the scores on the pre-test and post-test will be treated statistically with the use of
mean, frequency distribution, standard deviation, and t-test as tools in the data analysis.
IV. WORK PLAN
Strategies Program Activities Task
Resources
Timeline
Physical Material Financial
Enhancing
word
problem
solving skills
through the
use of “GCI –
(Group
Conversation
Interaction)”
Research
development
on the use of
GCI
Selectionof the
Control &
Experimental
Groups.
Orientation
meeting with
students
Pre-test
Creation of
Group
Conversation
and adding
of learners
as members
Distribution
and
collection of
pre-test
Proponent Ink
Bondpaper
2000.00 April 19,
23, 2021
Actual
Implementation
of GCI – (Group
Conversation
Interaction)
Distribution
and
collection of
modules
Daily group
chat
interaction
or as deem
necessary
School
Head
Proponent
Learners
Parents
Ink
Bondpaper
Folder
Fastener
Compact
disc
Internet
Connectivity
2000.00 Last
week of
April to
3rd
week
of May
Conduct of
Post-test and
post-post-test
Distribution
and
collection of
modules
Distribution
and
collection of
post-test
and post-
post-test
Proponent Ink
Bondpaper
1000.00 Last
week of
May

V. COST ESTIMATES
Activities Item Description Quantity Unit Unit Cost
Total
Account
Implementation of
Action Research
Ink cartridge (black)
Ink cartridge (colored
Bondpaper
Folder
Fastener
Compact disc
Transportation
2
4
4
20
20
3
Pc
Pc
Ream
Pc
Pc
Pc
₱950
₱1,200
₱175
₱7
₱2
₱30
₱1,900
₱4,800
₱700
₱140
₱40
₱90
₱1000
Analyze and
interpretresults
Ballpen
Bondpaper
5
1
Pc
Ream
₱ 10
₱175
₱50
₱ 175
Submit the full
blownresearch to
SDO and RO
Inkcartridge (black)
Inkcartridge (colored)
Bondpaper
Folder
Fastener
Compactdisc
Travel Expenses
1
1
1
5
5
1
Pc
Pc
Ream
Pc
Pc
Pc
₱950
₱1,200
₱175
₱7
₱2
₱3
₱950
₱1,200
₱175
₱35
₱10
₱30
₱1,000
Total ₱12,259
VI. ACTION PLAN
Strategies Program Activities Task
Resources
Timeline
Physical Material Financial
Enhancing
word
problem
solvingskills
throughthe
use of “GCI –
(Group
Conversation
Interaction)”
Research
development
Research
dissemination
and
utilization
Conduct
Parent-
Teacher
conference
Disseminate
and utilize
the results
of the
action
researchon
Modular
activity
Proponent
Respondents
Parents
School Head
School
Research
Screening
Committee
Co-teachers
Ink
Bondpaper
₱3350
₱700
April 19
to May
28,
2021

VII. References
Boonen AJH, de Koning BB, Jolles J and Van Der Schoot M(2016) Word Problem Solving in
Contemporary Math Education; A Plea for Reading Comprehension Skills training .
Front PschoL 7:191. Doi:10.3389/fpsyg2016.00191
Hickendorf,M.(2013) the effectsof presenting multidigit mathematics problems in realistic
context on sixth graders’ problem solving. Cogn.Instrn. 31,314-344.
Doi.10.1080/07370008.2013.799167
DepEdPhilippinesJuly20,2020. PolicyGuidelinesforthe Provision of Learning Resources in
the implementation of the Basic education Continuity Learning Plan. DepEd Order no. 18 s.
2020
DedEd Philippines. July 21, 2020. Suggested Strategies in Implementing Distance Learning
Delivery Modalities for School Year 2020-20121. Memorandum CI-2020-00162